The purpose of this pilot investigation was to examine the efficacy of a parent-child book-reading program designed to enhance the early literacy skills of preschoolers with communication disorders. Four parents and their children (aged 2.7-4.2 yrs) completed a 5-wk program that included group parent training supplemented by individualized guided reading practice sessions for each day. Children's pre- and posttest emergent literacy skills were assessed by determining their print concepts and their receptive and expressive alphabet knowledge. Parents' satisfaction with the program was assessed with telephone interviews. Results indicate that program participation positively influenced children's concepts about print and that parents judged the program to be beneficial to themselves and their children. These findings are discussed in terms of their relevance towards enhancing the early literacy skills of preschoolers with communication disorders. |
